Throughout my medical residency, I had to identify learning goals. Indeed, at the beginning of almost each rotation, supervisors asked me what I wanted to learn. Setting of objectives promotes learners’ active engagement in their learning experience (Knowles, 2005). However, I believe it is also important to follow up to ensure that learners achieves these objectives. Unfortunately, during my residency, this step was often missing.
One of the first activities we did during the first week of INTAPT was our learning contract. Writing my learning objectives made me think about the importance of this step for adult learners. In addition, by revisiting them during the past few months I could adjust my learning ressources, activities and strategies to succeed. Now, I realize even more the importance of the learning contract and follow-up in the learning process (Knowles, 2005).
To write my learning contract, I was inspired by the main reason why I’m doing a master’s degree in medical education. I want to become a better teacher for my colleagues, students, patients and their family. I consider this role very important in my practice as a geriatrician and I want to be able to do it properly. I believe all learners are different and my main goal is to adapt my teaching method for each of them. To achieve this, I thought about three learning goals. In class, we discovered a fabulous tool to help us write learning objectives; Bloom’s taxonomy (Forehand, 2011; Krathwohl, 2002). I found this tool very useful and some readings helped me to better understand and use it. First, I found a resource in French produced by the Office of Teaching Support at Laval University (2019). This reading helped me to understand the different levels of learning and which action verbs are associated to each level. Subsequently, Forehand’s article (2011) allowed me to discover Bloom’s taxonomy more in depth.
After writing my first learning contract, Dr. Ghavam-Rassoul’s comments helped me clarify my objectives. I tried to be more specific in describing the following; tangible evidence of accomplishment and specific measurable criteria to be evaluated. Feedback gave me a better understanding of the different components of a learning objective.
My learning objectives (please see my final learning contract below for more details):
1. Skills: I will identify a teaching mentor.
2. Knowledge: I will name 3 characteristics of aldult learning.
3. Affective: I will recognize 5 of my strengths and 5 of my weaknesses as a teacher.
After our second week of INTAPT, I can say that I achieved my three learning objectives. Firstly, my readings and discussions with my colleagues allowed me to designate two teaching mentors. I targeted one person in my clinical setting and one person in my academic environment. I believe that these two persons have the experience and knowledge to be excellent mentors (Morton-Cooper, 2000; Wickman, 1997). I worked with them several times and I know they are able to use different learning techniques depending on the characteristics of learners. I can count on them to guide me in acquiring these skills. . Secondly, many of my academic projects helped me to better understand the characteristics of adult learners; my workshop, my major paper and my course on Educational Technology (CHL5617). In addition, the readings I did and discussions with my colleagues helped me to better assimilate this subject. Thirdly, I believe that all activities related to my master’s degree allowed me to reflect on my teaching skills. Indeed, over the last few months, I did a lot of introspection, which has helped me to identify my strengths and weaknesses as a teacher. In addition, I received a lot of feedback from my teachers and colleagues. Some comments confirm my thoughts and others made me think about other aspects. It’s a very enriching experience. Thus, I better know my teaching style and I’m sure it will help me interact with learners. Finally, in the light of my reflections, I’m even ready to set myself new learning goals (see the conclusion page)!
To conclude, writing my learning contract clarified the learning objectives related to my learning project. According to Knowles (1986), learning contract “is the most potent tool” for adult learning. Today, I realize that various assignments I achieved in the last few months enabled me to reach these objectives. The contract makes things tangible and allows me to take a look back at my acchievements. I think learning contract can help learners see everything they learned and reflect about the impact of these learnings. Definitely, this is a tool I will use in the future with residents and medical students!
References
Enseigner à l’Université Laval. (2019). Les objectifs d’apprentissage. [online] Available at: https://www.enseigner.ulaval.ca/ressources-pedagogiques/les-objectifs-d-apprentissage [Accessed Oct. 2019].
Forehand, M. (2011). Bloom’s Taxonomy: Original and Revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Knowles, M. (1986). Using learning contracts: Practical approaches to individualizing and structuring learning. First Edition (1st ed.). London: Jossey-Bass Publications.
Knowles, M., Swanson, R., & Holton, E. (2005). The Adult Learner. the Definitive Classic in Adult Education and HumanResource Development. Gulf Publishing Company.
Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), pp.212-218.
Morton-Cooper A, Palmer A. (2000). Mentoring, Preceptorship and Clinical Supervision: A Guide to Professional Roles in Clinical Practice, 2nd ed. Oxford: Blackwell Science, 2000
Wickman, F, Sjodin, J. (1997). Mentoring: A Success Guide for Mentors and Proteges. Chicago: Irwin Professional
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